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2 results

  • 8 - L1 and L2 Reading Relationships

  • from Part II - Patterns of Variation in Reading
  • William Grabe, Northern Arizona University, Junko Yamashita, Nagoya University, Japan
  • Book:
    Reading in a Second Language
    Published online:
    01 September 2022
    Print publication:
    08 September 2022, pp 168-194

  • Summary

    Chapter 8: L1 and L2 Reading Relationships. This chapter explores the various factors influencing L2 reading development, describing various more general L1–L2 differences in reading development, the impact of L1 transfer on L2 reading relative to L2 developmental influences, the role of non-language-specific underlying cognate abilities, and issues of L1-L2 distance and dual language processing. A key conclusion is that L2 reading development emerges out of a combination of L1 transfer and L2 language skills as a dual-language processing system. The chapter first identifies fifteen ways in which L1 reading and L2 reading differ under linguistic differences, cognitive and educational differences, and socio-cultural and institutional differences. Specific relationships between L1 and L2 reading are described in line with four theoretical perspectives: The Interdependence Hypothesis, the Common Underlying Cognitive Processing framework, the Transfer Facilitation Model, and the Language Threshold Hypothesis. The chapter concludes with implications for instruction.

Language, Culture, and Education
  • Challenges of Diversity in the United States
  • Edited by Elizabeth Ijalba, Patricia Velasco, Catherine J. Crowley
  • Published online:
    11 March 2019
    Print publication:
    21 March 2019
  • Exploring language, culture and education among immigrants in the United States, this volume discusses the range of experiences in raising children with more than one language in major ethno-linguistic groups in New York. Research and practice from the fields of speech-language pathology, bilingual education, and public health in immigrant families are brought together to provide guidance for speech-language pathologists in differentiating language disorders from language variation, and for parents on how to raise their children with more than one language. Commonalities among dissimilar groups, such as Chinese, Korean, and Hispanic immigrants are analyzed, as well as the language needs of Arab-Americans, the home literacy practices of immigrant parents who speak Mixteco and Spanish, and the crucial role of teachers in bridging immigrants' classroom and home contexts. These studies shed new light on much-needed policy reforms to improve the involvement of culturally and linguistically diverse families in decisions affecting their children's education.